scholarly journals PERKEMBANGAN KREATIVITAS ANAK TAMAN KANAK-KANAK ( STUDI KOMPARATIF TK SEKAR JEPARA & RA DARUL HIKMAH JEPARA )

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Amir Gufron
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Research Methods ◽  
Formal Education ◽  
Kindergarten Children ◽  
Age Group ◽  
Local Charge ◽  
The Creation ◽  
Salient Features ◽  
Structure Of Matter

Anak kecil didefinisikan sebagai lamanya waktu yang tidak berakhir individu relatif tidak berdaya dan bergantung pada orang lain. Ini memilikikarakteristik yang tercermin dalam nama yang diberikan oleh orang tua,pendidik dan psikolog. Orangtua menganggap bahwa anak usia dinisebagai usia mengandung masalah, - usia sulit, Pendidik percaya bahwamasa kanak-kanak adalah pra-sekolah atau kindergarten usia / RA konsekuensi dari pendidikan yang diberikan kepada anak-anak sangatberbeda dari apa yang dialami di waktu memulai pendidikan formal di kelas (dan seterusnya). Sementara para ahli Psikologi, menggunakan anak-anak usia dengan sejumlah sebutan yang berbeda untuk menggambarkan ciri ciri menonjol psikologi perkembangan anak. Diantaranya adalah "Kelompok Umur", "Menjelajahi Umur" atau "Usia Bertanya", "Usia Setan" orang lain meskipun tidak selalu dalam pikiran juga bahwa anak-anak meniru diberikan, tetapi dengan anak ciptaan bermain dengan caranya sendiri, dan karena itu usia anak-anak juga sering berperan sebagai "Zaman Kreatif" Kreativitas adalah hal yang penting untuk dipelajari perkembangannya, khususnya di taman kanak-kanak yang dikelola oleh RA Dikpora dan dikelola oleh Departemen Agama. Hipotesis kami menunjukkan perbedaan yang signifikan dalam pengembangan kreativitas di taman kanak-kanak dan RA. Dan dengan yakin "Tidak Terbukti / Tidak Signifikan", seperti menambahkan muatan lokal ke dalam struktur materi di bagian taman kanak-kanak Sekar Jepara dan RA Darul Hikmah Penelitian ini menggunakan kombinasi metode penelitian dengan Model Triangulasi Bersamaan. Hasil penelitian ini diharapkan dapat memperoleh informasi tentang perbandingan anak TK & Kreativitas Kreativitas RA, Strategi dan Hasil pengembangannya serta faktor pendukung dan penghambat perkembangan kreativitas anak '. Peneliti lebih lanjut Ingin memberikan umpan balik yang tepat kepada para manajer dan guru (fasilitator), agar anak bisa Kreativitas berkembang lebih baik. Jadi mari kita angkat semua "lebih Memahami dan Memahami, kemudian lanjutkan berlatih dengan tulus dan tulus, hasilnya pasti memuaskan". Young children is defined as the length of time that does not end - theindividual is relatively powerless and dependent on others. It has acharacteristic that is reflected in the name given by parents , educators andpsychologists . Parents assume that early childhood as the age ofcontaining the problem , - the age is difficult , Educators believe thatchildhood is a pre-school or kindergarten age / RA - a consequence ofeducation provided to children is very different from what was experiencedat the time of start formal education in the classroom (and beyond). Whileexperts Psychology, using age children with a number of different designations to describe the salient features of developmental childpsychology . Among them is the "Age Group", "Exploring Age" or "Age Ask", "Age Impersonate" others - though not always in mind also that childrenimitate granted, but with the creation child plays in his own way , andtherefore age children are also often serve as the " Creative Age’. Creativity is what is important to study its development , particularly in kindergarten managed by RA Dikpora and managed by the Ministry of Religious Affairs. Our hypothesis showed significant differences in the development of creativity in kindergarten and RA. And with the assured " Not Proven / Not Significant", such as adding both local charge into the structure of matter in the kindergarten section Sekar Jepara and RA Darul Hikmah. This study uses a combination of research methods with the Model Concurrent Triangulation. The results of this study are expected to obtain information about the comparison of kindergarten children & Creativity Creativity RA, Strategy and Its Development results and factors supporting and inhibiting the development of children's creativity. Further researchers want to give appropriate feedback to the managers and teachers (facilitators), so that the child could Creativity develop better. So let's raise all that " more Understand and Understand, then resume practicing with earnestness and sincerity, the results are definitely satisfactory"

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

scholarly journals Conflict resolution in the context of Early Childhood Bilingual Education: towards a multicultural development

2014 ◽  
Vol 14 (2) ◽  
pp. 313-334
Author(s):  
Daniele Gazzotti ◽  
Fernanda Liberali
Keyword(s):  
Early Childhood ◽  
Conflict Resolution ◽  
Young Children ◽  
Bilingual Education ◽  
Proximal Development ◽  
Collaborative Intervention ◽  
The Creation

This article discusses how young children learn to deal with conflicts from a multicultural standpoint. The present work is based on the view that, in a world of multiple demands and perspectives, children learn to deal with life in a variety of ways that will enable them to choose who they will become. The main underlying concepts of this article include: multiculturalism, linked to multilingualism and multimodality, as well as collaborative intervention for the creation of zones of proximal development and children's oral argumentation. The data consists of a multimodally transcribed episode of a snack time situation among two-year-old children, showing the multicultural development of kids in their way of dealing with conflict resolution.

scholarly journals The Process Is Not Enough: Children and Teachers Creating Multimodal Digital Stories in Kindergarten

2020 ◽  
Author(s):  
Marianne Undheim
Keyword(s):  
Young Children ◽  
Creative Process ◽  
Digital Technology ◽  
Research Question ◽  
Kindergarten Teacher ◽  
Kindergarten Children ◽  
Pedagogical Strategies ◽  
Creation Process ◽  
Digital Story ◽  
The Creation

This PhD study is a contribution to the contemporary debate on the educational uses of digital technology with young children in early childhood education and care (ECEC) institutions. For young children growing up in the 21st century, digital technology is intertwined in their everyday lives. Nevertheless, children’s use of digital technology in ECEC is still limited, especially with regards to creative use of technology. Several researchers call for more empirical studies of young children’s creation with digital technology. In this study, digital technology is emphasised as a tool to create, by which the children and the teachers are the creators of their own products to be shared with others. The purpose is to contribute with research-based knowledge of children’s and teachers’ collaborative, technology- mediated story creation processes. The overall research question is as follows: What emerges when kindergarten teachers involve groups of children (age 4-5 years) in technology-mediated story creation processes? The study has a qualitative multiple-case study approach with two cases, focusing on observable contemporary events. In both cases, six children and one kindergarten teacher have created a multimodal digital story together: an e-book and an animated movie. The empirical material consists of video-recorded field-observations of the process, interviews with the participants and the final products. The research question is operationalised into three sub-questions that address the overall question from three perspectives: the participants, the creation processes, and the final products. In Article I, the technology- mediated creation process is explored, which can be described as a complex interplay of traditional non-digital activities and new digital activities. For the children, to record sound and to share were found to be the most important. In Article II, the teachers’ pedagogical strategies during the creation process with the children is emphasised. The three most frequently used pedagogical strategies were inviting to dialogue, explaining the practical, and instructing for results. In Article III, the animated movie is explored in-depth through a focus on how different modalities and literacy devices contribute to the development of the story. The importance of including the process, the product, the literacy devices, and all of the modalities in the analysis is highlighted, as well as the importance of being open for the magic during young children’s creation processes. Through the analysis of the three articles, four new themes have arisen: emerging possibilities due to digital technology; creators in a creative process; an interplay of multiple knowledge areas; and the process is not enough. In the discussion I argue that a technology-mediated story creation process with a group of kindergarten children and a teacher can be interpreted as a collaborative creative process. A synergy of ideas arises through the collaborative co-construction process. Each single part of the creative process may not be viewed as being inherently creative; however, the fusion of these parts into a final multimodal digital story makes it an example of the creative use of digital technology. The children and teachers collaborate and create a product that is new, original and meaningful for them. The process is vital; however, the process itself is not enough—the product also matters—especially for the children. Teachers’ capacity and knowledge of how to integrate technology and pedagogy with other relevant knowledge areas such as creativity and creative processes are crucial when using digital technology with children in ECEC. The final products may seem complicated to create; however, it is easier than it seems. The study contributes with research- based knowledge of creative use of digital technology with groups of young children, important for the ECEC field and kindergarten teacher education.

Early Childhood Corner: Communicating with Young Children in Mathematics: A Unique Challenge

1995 ◽  
Vol 1 (6) ◽  
pp. 350-353
Author(s):  
Sydney L. Schwartz ◽  
Anna Beth Brown
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Communication Skills ◽  
Kindergarten Children ◽  
Unique Challenge

For prekindergarten and kindergarten children, whose communication skills fall far behind their mathematical understandings, meeting the NCTM's Standard 2: Mathematics as Communication poses unique challenges (NCTM 1989, 26-28).

scholarly journals The Influence of social conditions upon diphtheria, measles, tuberculosis and whooping cough in early childhood in London

1942 ◽  
Vol 42 (5) ◽  
pp. 451-473 ◽  
Author(s):  
G. Payling Wright ◽  
Helen Payling Wright
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Causes Of Death ◽  
Whooping Cough ◽  
Social Conditions ◽  
Age Group ◽  
Large Numbers

Before the war diphtheria, measles, tuberculosis and whooping cough were the most important of the better-defined causes of death amongst young children in the London area. The large numbers of deaths registered from these four diseases in the age group 0–4 years in the Metropolitan Boroughs alone between 1931 and 1938, together with the deaths recorded under bronchitis and pneumonia, are set out in Table 1.

scholarly journals UPAYA GURU MENGEMBANGKAN KREATIVITAS ANAK PRA SEKOLAH MELALUI MEDIA PLAYDOUGH DIKELOMPOK B KOBER MIFTAHUL FALAH

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Yayu Rahayu ◽  
Yeni Heryani
Keyword(s):  
Quality Of Life ◽  
Early Childhood ◽  
Action Research ◽  
Young Children ◽  
Research Methods ◽  
Significant Influence ◽  
Positive Impact ◽  
Before And After ◽  
The Media

Creativity has a very important role in the lives of children. Through kerativitas, children can be creative in accordance with the talent or ability, the child can solve a problem and can improve the quality of life in the future. Therefore, stimulation is needed that can develop the creativity of children, one of them through mengguanaan media playdough. In early childhood creativity has not developed well, early childhood has not been smooth in expressing idea idea idea. The purpose of this assessment is to describe the level of early childhood creativity by applying playdough media, differences in early childhood creativity levels before and after applying media playdough. Methods used in this study are classroom action research methods (PTK). The subjects of this study were children aged 4-5 years kober miftahul falah which amounted to 14 children consisting of 9 women and 5 men. The results of this study indicate a positive impact in improving creativity of children by 25.83% based on evaluation results from cycle I and cycle II.Dengan, it can be concluded that the media playdough provide a significant influence. So that can be recommended for teachers to use media playdough can be used as an alternative to develop creativity in children effectively. For schools to be able to facilitate by providing other learning media that can enhance the creativity of young children.

scholarly journals O movimento como porta de acesso para a aprendizagem (Movement as an access door for learning)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 834-843
Author(s):  
Amauri Aparecido Bássoli de Oliveira ◽  
Débora De Mello Gonçales Santana ◽  
Vânia De Fatima Matias de Souza
Keyword(s):  
Neural Networks ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Formal Education ◽  
Learning Processes ◽  
The Other ◽  
Childhood Education ◽  
The Creation ◽  
Pedagogical Relationship

Este ensaio teórico, de cunho bibliográfico objetivou refletir, com base nos pressupostos da neurociência, a importância do movimento e sua relação pedagógica com a Educação Física na Educação Infantil. Como resultados evidenciou-se que os processos de aprendizagem, provocados pelas vivências motoras diversificadas nas aulas de Educação Física, estimulam a criação e as interações entre as redes neurais, propiciando às crianças uma formação integral e significativa com reflexos nas demais etapas da educação formal. Depreende-se que uma estimulação motora organizada aproveitando as janelas de aprendizagem podem trazer benefícios para a vida de forma geral, potencializando as demais aprendizagens. Abstract: This theoretical essay, of a bibliographic nature, based on the assumptions of neuroscience, the importance of the movement and its pedagogical relationship with Physical Education in Early Childhood Education. As results it was evidenced how the learning processes, provoked by diversified motor experiences in physical education classes, stimulate the creation and interactions between neural networks, providing children with an integral and significant education with reflexes in the other stages of formal education. It can be insated that an organized motor stimulation taking advantage of learning windows can bring benefits to life in general, enhancing other learning.

scholarly journals Pengaruh Project Based Learning Terhadap Perilaku Prososial Anak Usia Dini

2020 ◽  
Vol 5 (9) ◽  
pp. 1277
Author(s):  
Santi Dianita ◽  
Triyono Triyono ◽  
Imron Arifin
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Prosocial Behavior ◽  
Rating Scale ◽  
Project Based Learning ◽  
Kindergarten Children ◽  
Single Subject ◽  
Research Subjects ◽  
Single Subject Research ◽  
Group B

<p><strong>Abstract:</strong> Early childhood needs to have prosocial behavior to socialize. Conventional learning causes low prosocial behavior. The purpose of this study was to determine the effect of project based learning on prosocial behavior of young children. This study uses a single subject research experimental design with three Group B kindergarten children as research subjects. Data collection using a rating scale prosocial behavior, showed an increase in prosocial behavior in all three subjects. The results of this study indicate that project based learning influences prosocial behavior of young children.</p><strong>Abstrak:</strong><em> </em>Anak usia dini perlu memiliki perilaku prososial untuk bersosialisasi. Pembelajaran konvensional menyebabkan rendahnya perilaku prososial. Tujuan penelitian untuk mengetahui pengaruh <em>project based learning </em>terhadap perilaku prososial anak usia dini. Penelitian ini menggunakan rancangan eksperimen <em>single subject research</em> dengan tiga anak TK Kelompok B sebagai subjek penelitian. Pengumpulan data menggunakan <em>rating scale</em> perilaku prososial, menunjukkan peningkatan perilaku prososial pada ketiga subjek. Hasil penelitian ini menunjukkan bahwa <em>project based learning</em> berpengaruh terhadap perilaku prososial anak usia dini.

Early Childhood Corner: Encouraging Young Children to Solve Problems Independently

1996 ◽  
Vol 3 (2) ◽  
pp. 72-76
Author(s):  
Christina L. Myren
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mathematical Problem ◽  
Kindergarten Children

Recently when two kindergarten children shared the same birthday, the teacher posed this mathematical problem: “If I made a cake for Matthew and another for Madeline, how many candles would I need?” After a few moments of struggling with this problem, Tina's face bright-ened as he told her teacher, “I'll just ask my mom. She'll know the answer.”

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